New York State District-wide Growth Goal Setting Process: Student Learning Objectives

1. New York State District-wide Growth Goal Setting Process: Student Learning Objectives Webinar 2 (REVISED FEBRUARY 2012)

2. Where We Have Been 2 Our first webinar focused on these objectives. Please note that all resources related to Student Learning Objectives can be found on EngageNY. When you go to the webpage: http://engageny.org/resource/student-learning-objectives you will find the SLO road map, guidance document, and webinars. Our first webinar focused on these objectives. Please note that all resources related to Student Learning Objectives can be found on EngageNY. When you go to the webpage: http://engageny.org/resource/student-learning-objectives you will find the SLO road map, guidance document, and webinars.

3. Webinar 2 Objectives 3 This webinar has a number of objectives that build off the foundational knowledge from Webinar 1. This webinar has a number of objectives that build off the foundational knowledge from Webinar 1.

4. 4 Teacher Evaluation Formula During the last webinar, we began with a discussion of the Regents Reform Agenda with its goal of college and career ready students, and the key role effective teachers and leaders play within the overall agenda. Let’s just review again how SLOs fit. The initiatives of Common Core, Data Driven Instruction, and teacher and leader evaluation are part of a cycle to improve educator effectiveness and student learning. Successful implementation of the Regents Reform Agenda will only happen with strong leadership from district leaders. Here in this slide we break down the teacher evaluation into its component parts: As part of the Annual Professional Performance Review, Commissioners Regulations require that 40 percent of teacher evaluation is based on student achievement. That 40 percent is broken down into 20 percent on student growth on State assessments or comparable measures and 20 percent on locally-selected measures. For some teachers, in particular our 4th – 8th grade ELA, Math, and Common Branch teachers, they will be covered by a State-provided growth measure; for everyone else (approximately 80 percent of teachers), they will be evaluated using SLOs as a comparable growth measure. The focus of this webinar series is on how we will measure growth in all the other grades and subjects, which is through Student Learning Objectives. Most of our teachers will have Student Learning Objectives and all principals will lead the process of setting and assessing them. During the last webinar, we began with a discussion of the Regents Reform Agenda with its goal of college and career ready students, and the key role effective teachers and leaders play within the overall agenda. Let’s just review again how SLOs fit. The initiatives of Common Core, Data Driven Instruction, and teacher and leader evaluation are part of a cycle to improve educator effectiveness and student learning. Successful implementation of the Regents Reform Agenda will only happen with strong leadership from district leaders. Here in this slide we break down the teacher evaluation into its component parts: As part of the Annual Professional Performance Review, Commissioners Regulations require that 40 percent of teacher evaluation is based on student achievement. That 40 percent is broken down into 20 percent on student growth on State assessments or comparable measures and 20 percent on locally-selected measures. For some teachers, in particular our 4th – 8th grade ELA, Math, and Common Branch teachers, they will be covered by a State-provided growth measure; for everyone else (approximately 80 percent of teachers), they will be evaluated using SLOs as a comparable growth measure. The focus of this webinar series is on how we will measure growth in all the other grades and subjects, which is through Student Learning Objectives. Most of our teachers will have Student Learning Objectives and all principals will lead the process of setting and assessing them.

5. 5 Graduation Rates in New York State* For many years, we have been working under a “paradigm of completion” where a student who accumulates 22 course credits and passes 5 Regents exams is ready to graduate and hit the ground running. During your professional tenure, you’ve seen several different vehicles aimed at getting more kids to that point – there was the New Compact for Learning a generation ago; that was followed by the standards movement, among others. We asked you to get more kids to meet those requirements and to graduate – and you did that. The graduation rate rose but the percentage of students meeting the Aspirational Performance Measure is unacceptably low. For many years, we have been working under a “paradigm of completion” where a student who accumulates 22 course credits and passes 5 Regents exams is ready to graduate and hit the ground running. During your professional tenure, you’ve seen several different vehicles aimed at getting more kids to that point – there was the New Compact for Learning a generation ago; that was followed by the standards movement, among others. We asked you to get more kids to meet those requirements and to graduate – and you did that. The graduation rate rose but the percentage of students meeting the Aspirational Performance Measure is unacceptably low.

6. 6 College Instructors and Employers Say GraduatesAre Not Prepared for College and Work Average estimated proportions of recent high school graduates who are not prepared We now face a new context of global economic competition that requires a paradigm shift and an acknowledgement that we have set the bar too low. It turns out that far too many graduates are ill-prepared for the rigors of college and careers. Far too many need remediation in college – and the data show that the more remedial classes you take, the more likely you are to drop out of college. We now face a new context of global economic competition that requires a paradigm shift and an acknowledgement that we have set the bar too low. It turns out that far too many graduates are ill-prepared for the rigors of college and careers. Far too many need remediation in college – and the data show that the more remedial classes you take, the more likely you are to drop out of college.

7. International Competitiveness We also know that economic competition both here and abroad is fierce – and gets more so every day. A society simply cannot thrive in this environment unless knowledge and skills are strong and continually renewed. Just 25 years ago, a high school diploma could translate into a family-sustaining-wage that likely included retirement and health benefits. But we all know those jobs have dramatically declined or have even disappeared, and the jobs available today that provide similar wages and benefits require more knowledge and skills than ever before. In fact, today, roughly two-thirds of all new jobs require some form of postsecondary education – and that number is increasing. We also know that economic competition both here and abroad is fierce – and gets more so every day. A society simply cannot thrive in this environment unless knowledge and skills are strong and continually renewed. Just 25 years ago, a high school diploma could translate into a family-sustaining-wage that likely included retirement and health benefits. But we all know those jobs have dramatically declined or have even disappeared, and the jobs available today that provide similar wages and benefits require more knowledge and skills than ever before. In fact, today, roughly two-thirds of all new jobs require some form of postsecondary education – and that number is increasing.

8. SLOs Focus Attention on Essential Learning, Data, and Outcomes At this point, we are not tracking the growth of individual students; we do not actually know what happened to the student in 2nd grade as they moved up within their schooling and eventually exited the system, so we cannot say whether they graduated college and career ready, or, if they did not – why. Student Learning Objectives offer districts, principals, teachers, parents, students the opportunity to say, with certainty – do they know it? Can they do it? The SLO process gives us the power to track the growth and development of students across time. The Student Learning Objective tracks the aggregate of what students gain over a year – what knowledge do they build? What skills do they acquire? The Student Learning Objective is the stated goal for what students will know and be able to do at the end of the school year. At this point, we are not tracking the growth of individual students; we do not actually know what happened to the student in 2nd grade as they moved up within their schooling and eventually exited the system, so we cannot say whether they graduated college and career ready, or, if they did not – why. Student Learning Objectives offer districts, principals, teachers, parents, students the opportunity to say, with certainty – do they know it? Can they do it? The SLO process gives us the power to track the growth and development of students across time. The Student Learning Objective tracks the aggregate of what students gain over a year – what knowledge do they build? What skills do they acquire? The Student Learning Objective is the stated goal for what students will know and be able to do at the end of the school year.

9. SLOs Focus Attention on Essential Learning, Data, and Outcomes With Student Learning Objectives we are able to track the growth and development of our students over time to ensure that every young person is on a path towards college and career readiness. We can hold everyone accountable for goals: students, teachers, and school leaders. With Student Learning Objectives we are able to track the growth and development of our students over time to ensure that every young person is on a path towards college and career readiness. We can hold everyone accountable for goals: students, teachers, and school leaders.

10. Sample Teacher SLO Data Spreadsheet (Orient viewers to the spreadsheet) While a teacher will have SLOs that use as much historical data as possible for his/her students, and a baseline assessment that will provide scores for the individual students, the target is set based on the aggregate of what all the students in the course/section are expected to grow in learning for the year. In this case, the district has determined the target based on their expectation for student growth in this subject area. The teacher uses the final assessment that the district has determined will be used for Spanish 3 classes and students’ final scores are entered into the spreadsheet. In this example, there is one student who has not met the target of a score of 75 or higher on the final assessment. Now, while all of this information is very useful for the teacher, and for future teachers who work with these students, principals need to know the aggregate to determine whether or not the target was met. So, the principal can look at the target and the final average percentage of students who met that target in order to determine whether or not the teacher met the stated target. All the principal needs is the aggregate to determine whether or not the target of the SLO was met. In turn, a district leader would need to know the percentage (or numbers) of teachers whose students met their SLO so they know whether or not the students in the school are on track to meet district wide academic goals. (Orient viewers to the spreadsheet) While a teacher will have SLOs that use as much historical data as possible for his/her students, and a baseline assessment that will provide scores for the individual students, the target is set based on the aggregate of what all the students in the course/section are expected to grow in learning for the year. In this case, the district has determined the target based on their expectation for student growth in this subject area. The teacher uses the final assessment that the district has determined will be used for Spanish 3 classes and students’ final scores are entered into the spreadsheet. In this example, there is one student who has not met the target of a score of 75 or higher on the final assessment. Now, while all of this information is very useful for the teacher, and for future teachers who work with these students, principals need to know the aggregate to determine whether or not the target was met. So, the principal can look at the target and the final average percentage of students who met that target in order to determine whether or not the teacher met the stated target. All the principal needs is the aggregate to determine whether or not the target of the SLO was met. In turn, a district leader would need to know the percentage (or numbers) of teachers whose students met their SLO so they know whether or not the students in the school are on track to meet district wide academic goals.

11. Key Messages for Student Learning Objectives SLOs name what students need to know and be able to do by the end of the year. SLOs place student learning at the center of the conversation. SLOs are a critical part of all great educators’ practice. SLOs are an opportunity to document the impact educators make with students. Let’s take a look here at some of the key messages for Student Learning Objectives. These key messages stem from the principles that undergird the system of Student Learning Objectives that we discussed in Webinar 1. Let’s take a look here at some of the key messages for Student Learning Objectives. These key messages stem from the principles that undergird the system of Student Learning Objectives that we discussed in Webinar 1.

12. Key Messages for SLOs continued… SLOs provide principals with critical information that can be used to manage performance, differentiate and target professional development, and focus supports for teachers. The SLO process encourages collaboration within school buildings. School leaders are accountable for ensuring all teachers have SLOs that will support their district and school goals.

13. Key Messages for SLOs continued… Student Learning Objectives will be deeply informed by your district’s student achievement goals, and they are a separate, teacher level measure. Let’s look again at how a vertical alignment of goals can work. Districts begin this process by first considering their academic priorities and needs for their district. In this example, the District has thought about its longer term goal, which is to increase the percentage of students who meet the Aspirational Performance Measures, which are indicators of College and Career Readiness. The district then maps downward and backwards over the years and within their schools to determine what it will take to meet this overarching goal whereby students will score at least a 75 on the ELA Regents and an 80 on the Math Regents. In this case, the district aims to meet the goal of increasing the percentage of students who meet the Aspirational Performance Measure from 35% to 50% of students by the end of the 2014-15 school year. Schools within the district then have annual goals that are based on the progress they will need to make school-wide in order to meet their district’s goals. In this example, the middle school within this district aims to meet a goal for the 2012-13 school year of increasing the percentage of 8th grade students who score a proficient on end of course State assessments by at least 10%, as compared to 2011-12 and to increase those scoring advanced by at least 5%. Goals set by teachers will then align with the district and school goals. The teachers’ goals should always be about ensuring that all students demonstrate growth at least equal to the average for similar students within the State or district. Teachers are always responsible for delivering instruction that ensures students reach the goals and they are responsible for ensuring the growth of all of their students. In this example, the 8th grade Social studies teacher within this district’s school aims to meet the goal for the 2012-13 school year of having 85% of students demonstrate growth on the 8th grade district developed social studies assessment compared to their 7th grade performance. Student Learning Objectives will be deeply informed by your district’s student achievement goals, and they are a separate, teacher level measure. Let’s look again at how a vertical alignment of goals can work. Districts begin this process by first considering their academic priorities and needs for their district. In this example, the District has thought about its longer term goal, which is to increase the percentage of students who meet the Aspirational Performance Measures, which are indicators of College and Career Readiness. The district then maps downward and backwards over the years and within their schools to determine what it will take to meet this overarching goal whereby students will score at least a 75 on the ELA Regents and an 80 on the Math Regents. In this case, the district aims to meet the goal of increasing the percentage of students who meet the Aspirational Performance Measure from 35% to 50% of students by the end of the 2014-15 school year. Schools within the district then have annual goals that are based on the progress they will need to make school-wide in order to meet their district’s goals. In this example, the middle school within this district aims to meet a goal for the 2012-13 school year of increasing the percentage of 8th grade students who score a proficient on end of course State assessments by at least 10%, as compared to 2011-12 and to increase those scoring advanced by at least 5%. Goals set by teachers will then align with the district and school goals. The teachers’ goals should always be about ensuring that all students demonstrate growth at least equal to the average for similar students within the State or district. Teachers are always responsible for delivering instruction that ensures students reach the goals and they are responsible for ensuring the growth of all of their students. In this example, the 8th grade Social studies teacher within this district’s school aims to meet the goal for the 2012-13 school year of having 85% of students demonstrate growth on the 8th grade district developed social studies assessment compared to their 7th grade performance.

14. 5 KEY DISTRICT DECISIONS There are 5 key district decisions for Student Learning Objectives which are outlined in the Road Map and guidance document.There are 5 key district decisions for Student Learning Objectives which are outlined in the Road Map and guidance document.

15. 5 District Decisions (recommended by 5/31/2012) 15 We recommend that these five district decisions be made by 5/31/2012 in order for NTI participants to be prepared for the subsequent training sessions. Making these decisions now will also ensure that district’s are prepared for the 2012-13 school year. Subsequent webinars will focus on these final 2 decisions. We recommend that these five district decisions be made by 5/31/2012 in order for NTI participants to be prepared for the subsequent training sessions. Making these decisions now will also ensure that district’s are prepared for the 2012-13 school year. Subsequent webinars will focus on these final 2 decisions.

16. DECISION 1:ASSESS AND IDENTIFY DISTRICT PRIORITIES AND NEEDS The first decision for district leaders is to assess and identify district priorities and needsThe first decision for district leaders is to assess and identify district priorities and needs

17. Step 1. District Leaders Assess and Identify Priorities and Needs* What are the District’s overall priorities, needs, and long-term goals? HINT: refer to your district strategic plans, and ensure alignment to the Common Core. HINT: remember that principals and teachers will be held accountable to goals aligned with the district’s stated priorities. HINT: the more prescriptive district level goals are, the less variation you will see in (content and rigor of) school/classroom goals. 17 This is an opportunity for district leaders to set a vision for district-wide expectations. District leaders should be in a position to evaluate if principals and teachers are setting goals that serve the district’s needs. Aligning district priorities and goals will help schools and teachers to define the outcomes they expect to see in a specific, measurable, timely, and aligned way. To start this process, leaders should begin by considering their district’s overall priorities, needs, and long-term goals. Listed here are some reminders of things to think about when completing Step 1. Also, please see Attachments 1 and 2 of Resource 1 for two examples of districts whose goals and priorities set them up for learning and success. The first is the New Paltz educational master plan. Superintendent Maria Rice used the book, The Living School, as a tool to help guide her through the creation of the plan with her Board, community, and staff. The second is the Batavia City Schools Comprehensive District Education Plan. Thank you to Superintendent Rice and Superintendent Puzio for sharing their materials with us and allowing us to post them on our site. This is an opportunity for district leaders to set a vision for district-wide expectations. District leaders should be in a position to evaluate if principals and teachers are setting goals that serve the district’s needs. Aligning district priorities and goals will help schools and teachers to define the outcomes they expect to see in a specific, measurable, timely, and aligned way. To start this process, leaders should begin by considering their district’s overall priorities, needs, and long-term goals. Listed here are some reminders of things to think about when completing Step 1. Also, please see Attachments 1 and 2 of Resource 1 for two examples of districts whose goals and priorities set them up for learning and success. The first is the New Paltz educational master plan. Superintendent Maria Rice used the book, The Living School, as a tool to help guide her through the creation of the plan with her Board, community, and staff. The second is the Batavia City Schools Comprehensive District Education Plan. Thank you to Superintendent Rice and Superintendent Puzio for sharing their materials with us and allowing us to post them on our site.

18. DECISION 2:WHO NEEDS AN SLO FOR GROWTH MEASUREMENT? The second decision for district leaders is identify who will have State provided growth measures and who needs an SLO for State growth.The second decision for district leaders is identify who will have State provided growth measures and who needs an SLO for State growth.

19. THREE TYPES OF TEACHERS Teacher 1: Those who have a State provided growth measure and are not required to have an SLO. Teacher 2: Those who have a State provided growth measure, and yet, are required to have an SLO because less than 50% of their students are covered by the State provided growth measure. Teacher 3: Those who are required to have an SLO and do not have a State provided growth measure. 19 There are really three types of teachers. There are really three types of teachers.

20. Required SLOs: Reference Guide 20 The “Required SLOs: Reference Guide” provides a detailed list of NYSED’s rules for teachers who have SLOs for State growth. The “Required SLOs: Reference Guide” provides a detailed list of NYSED’s rules for teachers who have SLOs for State growth.

21. Test Your Knowledge: State Provided Growth Measure or SLO? 21 Please pause this webinar and test your knowledge as to who will have a State provided growth measure and who will be required to have an SLO for State Growth. The Required SLOs: Reference guide can be used as a tool to help you answer these scenarios. But, remember, do not look at the final slide of the Reference Guide until you have completed your answers! Keep in Mind: SLOs must cover the largest courses taught until =50% of students are included in a teacher’s SLOs. (art, 7th grade math/science, and 8th grade science examples) If any course/section requires an SLO and has a State-provided growth measure, at least 1 SLO must use the State-provided growth score for these students. (7th grade math/science example) If a State assessment exists for any of the courses required to be included in the SLO, but there is no State-provided growth measure for that assessment, the State assessment must be used as evidence for the SLO (8th grade science example)Please pause this webinar and test your knowledge as to who will have a State provided growth measure and who will be required to have an SLO for State Growth. The Required SLOs: Reference guide can be used as a tool to help you answer these scenarios. But, remember, do not look at the final slide of the Reference Guide until you have completed your answers! Keep in Mind: SLOs must cover the largest courses taught until =50% of students are included in a teacher’s SLOs. (art, 7th grade math/science, and 8th grade science examples) If any course/section requires an SLO and has a State-provided growth measure, at least 1 SLO must use the State-provided growth score for these students. (7th grade math/science example) If a State assessment exists for any of the courses required to be included in the SLO, but there is no State-provided growth measure for that assessment, the State assessment must be used as evidence for the SLO (8th grade science example)

22. Test Your Knowledge: State Provided Growth Measure or SLO? 22 Please pause this webinar and test your knowledge as to who will have a State provided growth measure and who will be required to have an SLO for State Growth. The Required SLOs: Reference guide can be used as a tool to help you answer these scenarios. But, remember, do not look at the final slide of the Reference Guide until you have completed your answers! Keep in Mind: SLOs must cover the largest courses taught until =50% of students are included in a teacher’s SLOs. (art, 7th grade math/science, and 8th grade science examples) If any course/section requires an SLO and has a State-provided growth measure, at least 1 SLO must use the State-provided growth score for these students. (7th grade math/science example) If a State assessment exists for any of the courses required to be included in the SLO, but there is no State-provided growth measure for that assessment, the State assessment must be used as evidence for the SLO (8th grade science example)Please pause this webinar and test your knowledge as to who will have a State provided growth measure and who will be required to have an SLO for State Growth. The Required SLOs: Reference guide can be used as a tool to help you answer these scenarios. But, remember, do not look at the final slide of the Reference Guide until you have completed your answers! Keep in Mind: SLOs must cover the largest courses taught until =50% of students are included in a teacher’s SLOs. (art, 7th grade math/science, and 8th grade science examples) If any course/section requires an SLO and has a State-provided growth measure, at least 1 SLO must use the State-provided growth score for these students. (7th grade math/science example) If a State assessment exists for any of the courses required to be included in the SLO, but there is no State-provided growth measure for that assessment, the State assessment must be used as evidence for the SLO (8th grade science example)

23. DECISION 3: HOW WILL SLOs GET SET? The third decision for district leaders is determine how SLOs will get set for State growth. The third decision for district leaders is determine how SLOs will get set for State growth.

24. Assessment Options for SLOs: Reference Guide 24 The “Assessment Options for SLOs: Reference Guide” provides a detailed list of NYSED’s assessment requirements and options for teachers who have SLOs for State growth. The “Assessment Options for SLOs: Reference Guide” provides a detailed list of NYSED’s assessment requirements and options for teachers who have SLOs for State growth.

25. 25 What Assessment Do I Use to Measure Growth in SLOs?

26. What Assessment Do I Use to Measure Growth in SLOs? 26

27. Mapping District Decisions for Assessments 27 The State has created a template for districts to use as they map out the assessments they wish to use for State growth and locally selected measures. The spreadsheet is separated into two tabs for growth and local. Now, I know we are diverging slightly here from the focus on SLOs for State growth – here’s why. Local measures are part of the overall conversation you are having about measuring student learning. District leaders may want to think about local measures in the context of what growth measures will exist for teachers in each grade and subject. We thought some of you might find it useful to have both components, growth and local, included within the spreadsheet. If it is not, please feel free to just go ahead and delete it and skip the associated slides. Here you see a screen shot of the growth tab and specifically, a few of the elementary school grades are shown. The spreadsheet has ELA/Math/Common Branch together as these are the most common elementary grade configurations; however, other subject teachers are included on the spreadsheet for those districts who have teachers who are single subject focused or teach more than one subject area. Let’s look at the top row shown here. This is a 2nd grade teacher. Remember that K-3 teachers have 1 SLO for ELA and 1 SLO for math. Districts have a number of assessment options to choose from. Once they make their selection they enter it where the arrows are pointing. If the district has a teacher who teaches a different subject area focus, say for example a second grade teacher who only teaches social studies, then the district would fill in the chart with their assessment choice for that subject area. Remember that 3rd grade has a State assessment so that must be used for evidence of student learning within the SLO and the State has filled that in for Districts already here in the chart. Also, grade 4 has a State Science assessment, so if the district has teachers who are science subject area specific, these 4th grade science teachers will have an SLO that uses the State science assessment as evidence. Remember also that grades 4-8 will have state provided growth measure and again, the State has filled this in for districts. The State tried to fill in as much as possible for districts so when leaders sit down they have a better sense of the decisions that need to be made. We know this chart will not meet everyone’s needs, but the State hopes it can be adapted to meet this district’s unique needs. The State has created a template for districts to use as they map out the assessments they wish to use for State growth and locally selected measures. The spreadsheet is separated into two tabs for growth and local. Now, I know we are diverging slightly here from the focus on SLOs for State growth – here’s why. Local measures are part of the overall conversation you are having about measuring student learning. District leaders may want to think about local measures in the context of what growth measures will exist for teachers in each grade and subject. We thought some of you might find it useful to have both components, growth and local, included within the spreadsheet. If it is not, please feel free to just go ahead and delete it and skip the associated slides. Here you see a screen shot of the growth tab and specifically, a few of the elementary school grades are shown. The spreadsheet has ELA/Math/Common Branch together as these are the most common elementary grade configurations; however, other subject teachers are included on the spreadsheet for those districts who have teachers who are single subject focused or teach more than one subject area. Let’s look at the top row shown here. This is a 2nd grade teacher. Remember that K-3 teachers have 1 SLO for ELA and 1 SLO for math. Districts have a number of assessment options to choose from. Once they make their selection they enter it where the arrows are pointing. If the district has a teacher who teaches a different subject area focus, say for example a second grade teacher who only teaches social studies, then the district would fill in the chart with their assessment choice for that subject area. Remember that 3rd grade has a State assessment so that must be used for evidence of student learning within the SLO and the State has filled that in for Districts already here in the chart. Also, grade 4 has a State Science assessment, so if the district has teachers who are science subject area specific, these 4th grade science teachers will have an SLO that uses the State science assessment as evidence. Remember also that grades 4-8 will have state provided growth measure and again, the State has filled this in for districts. The State tried to fill in as much as possible for districts so when leaders sit down they have a better sense of the decisions that need to be made. We know this chart will not meet everyone’s needs, but the State hopes it can be adapted to meet this district’s unique needs.

28. Mapping District Decisions for Assessments 28 Here you see a screen shot of the high school portion of the spreadsheet. The top row lists the subject areas. Underneath the subject row are the requirements and options for the high school subjects from the Regulations. Keep in mind that for courses that end in a Regents examination (and in the future any other State assessment), the Regents examination must be used as evidence (and in the future, any other State assessment must be used as evidence) within the SLO. Again, in these light brown boxes, please list the assessment you will use for each high school subject teacher based on the requirements and options listed. Here you see a screen shot of the high school portion of the spreadsheet. The top row lists the subject areas. Underneath the subject row are the requirements and options for the high school subjects from the Regulations. Keep in mind that for courses that end in a Regents examination (and in the future any other State assessment), the Regents examination must be used as evidence (and in the future, any other State assessment must be used as evidence) within the SLO. Again, in these light brown boxes, please list the assessment you will use for each high school subject teacher based on the requirements and options listed.

29. Mapping District Decisions for Assessments 29 As mentioned before, the second tab on the spreadsheet is for locally selected measures. Now, please keep in mind that SLOs are only one of a number of options that can be selected. All of the options for local are listed here. Also, keep in mind that SLOs are not an option for teachers in grades or subjects with a State-approved Growth or Value-Added model. As mentioned before, the second tab on the spreadsheet is for locally selected measures. Now, please keep in mind that SLOs are only one of a number of options that can be selected. All of the options for local are listed here. Also, keep in mind that SLOs are not an option for teachers in grades or subjects with a State-approved Growth or Value-Added model.

30. Next Steps from NYSED 30

31. 31 Thank you for joining us for our second webinar on Student Learning Objectives. Please remember to send questions to slohelp@mail.nysed.govThank you for joining us for our second webinar on Student Learning Objectives. Please remember to send questions to slohelp@mail.nysed.gov